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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts
Shurui Bai, Khe Foon Hew, Biyun Huang
Educational Research Review (2020) Vol. 30, pp. 100322-100322
Closed Access | Times Cited: 476

Showing 1-25 of 476 citing articles:

Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning
Jeanine Krath, Linda Schürmann, Harald F. O. von Korflesch
Computers in Human Behavior (2021) Vol. 125, pp. 106963-106963
Open Access | Times Cited: 545
Gamification in Science Education. A Systematic Review of the Literature
Michail Kalogiannakis, Stamatios Papadakis, Alkinoos-Ioannis Zourmpakis
Education Sciences (2021) Vol. 11, Iss. 1, pp. 22-22
Open Access | Times Cited: 421
Gamification Applications in E-learning: A Literature Review
Awaz Naaman Saleem, Narmin Mohammed Noori, Fezile Özdamlı
Technology Knowledge and Learning (2021) Vol. 27, Iss. 1, pp. 139-159
Closed Access | Times Cited: 318
Tailored gamification in education: A literature review and future agenda
Wilk Oliveira, Juho Hamari, Lei Shi, et al.
Education and Information Technologies (2022) Vol. 28, Iss. 1, pp. 373-406
Open Access | Times Cited: 183
Contextual facilitators for learning activities involving technology in higher education: The C♭-model
Michael Sailer, Florian Schultz-Pernice, Frank Fischer
Computers in Human Behavior (2021) Vol. 121, pp. 106794-106794
Open Access | Times Cited: 176
Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis
Liang-Hui Wang, Bing Chen, Gwo‐Jen Hwang, et al.
International Journal of STEM Education (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 170
Gamification of in‐class activities in flipped classroom lectures
Michael Sailer, Maximilian Sailer
British Journal of Educational Technology (2020) Vol. 52, Iss. 1, pp. 75-90
Open Access | Times Cited: 165
Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis
Rong Wu, Zhonggen Yu
British Journal of Educational Technology (2023) Vol. 55, Iss. 1, pp. 10-33
Closed Access | Times Cited: 163
Gamification as Online Teaching Strategy During COVID-19: A Mini-Review
Francisco Nieto-Escámez, Lola Roldán-Tapia
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 160
Gamification and active learning in higher education: is it possible to match digital society, academia and students' interests?
Luis R. Murillo‐Zamorano, José Ángel López Sánchez, Ana Luisa Godoy-Caballero, et al.
International Journal of Educational Technology in Higher Education (2021) Vol. 18, Iss. 1
Open Access | Times Cited: 137
User Engagement and Abandonment of mHealth: A Cross-Sectional Survey
Abdulsalam Salihu Mustafa, Nor’ashikin Ali, Jaspaljeet Singh Dhillon, et al.
Healthcare (2022) Vol. 10, Iss. 2, pp. 221-221
Open Access | Times Cited: 92
Gamification suffers from the novelty effect but benefits from the familiarization effect: Findings from a longitudinal study
Luiz Rodrigues, Filipe Dwan Pereira, Armando M. Toda, et al.
International Journal of Educational Technology in Higher Education (2022) Vol. 19, Iss. 1
Open Access | Times Cited: 72
Comparing Gamification Models in Higher Education Using Face-to-Face and Virtual Escape Rooms
Santiago Pozo Sánchez, Γεώργιος Λαμπρόπουλος, Jesús López Belmonte
Journal of New Approaches in Educational Research (2022) Vol. 11, Iss. 2, pp. 307-322
Open Access | Times Cited: 72
The effects of personalized gamification on students’ flow experience, motivation, and enjoyment
Wilk Oliveira, Juho Hamari, Sivaldo Joaquim, et al.
Smart Learning Environments (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 68
Virtual reality and gamification in education: a systematic review
Γεώργιος Λαμπρόπουλος, Kinshuk Kinshuk
Educational Technology Research and Development (2024) Vol. 72, Iss. 3, pp. 1691-1785
Open Access | Times Cited: 64
Gamification in Education
Athanasios Christopoulos, Stylianos Mystakidis
Encyclopedia (2023) Vol. 3, Iss. 4, pp. 1223-1243
Open Access | Times Cited: 56
Effect of Digital Game-Based Learning on Student Engagement and Motivation
Muhammad Nadeem, Melinda Oroszlányová, Wael Farag
Computers (2023) Vol. 12, Iss. 9, pp. 177-177
Open Access | Times Cited: 54
The impact of applying challenge-based gamification program on students’ learning outcomes: Academic achievement, motivation and flow
Omer Sami Kaya, Erinç Erçağ
Education and Information Technologies (2023) Vol. 28, Iss. 8, pp. 10053-10078
Open Access | Times Cited: 49
Using gamification to support learning in K‐12 education: A systematic literature review
Hojjat Dehghanzadeh, Mohammadreza Farrokhnia, Hossein Dehghanzadeh, et al.
British Journal of Educational Technology (2023) Vol. 55, Iss. 1, pp. 34-70
Closed Access | Times Cited: 48
Adaptive Gamification in Science Education: An Analysis of the Impact of Implementation and Adapted Game Elements on Students’ Motivation
Alkinoos-Ioannis Zourmpakis, Michail Kalogiannakis, Stamatios Papadakis
Computers (2023) Vol. 12, Iss. 7, pp. 143-143
Open Access | Times Cited: 40
Ten Years of Gamification-Based Learning: A Bibliometric Analysis and Systematic Review
Fahad Saleem Al-Hafdi, Waleed Salim Alhalafawy
International Journal of Interactive Mobile Technologies (iJIM) (2024) Vol. 18, Iss. 07, pp. 188-212
Open Access | Times Cited: 22
Gamification enhances student intrinsic motivation, perceptions of autonomy and relatedness, but minimal impact on competency: a meta-analysis and systematic review
Liuyufeng Li, Khe Foon Hew, Jiahui Du
Educational Technology Research and Development (2024) Vol. 72, Iss. 2, pp. 765-796
Open Access | Times Cited: 20
Diabe-teach: a randomized controlled trial of a gamified approach to enhance medical undergraduates’ knowledge and comprehension of diabetes mellitus
Mariam Shadan, Heba Ismail, Fathima Hana Mohamed Naushad
BMC Medical Education (2025) Vol. 25, Iss. 1
Open Access | Times Cited: 2
How ChatGPT impacts student engagement from a systematic review and meta-analysis study
Yuk Mui Elly Heung, Thomas K. F. Chiu
Computers and Education Artificial Intelligence (2025) Vol. 8, pp. 100361-100361
Open Access | Times Cited: 2
Learning Analytics and Educational Data Mining in Augmented Reality, Virtual Reality, and the Metaverse: A Systematic Literature Review, Content Analysis, and Bibliometric Analysis
Γεώργιος Λαμπρόπουλος, Georgios Evangelidis
Applied Sciences (2025) Vol. 15, Iss. 2, pp. 971-971
Open Access | Times Cited: 1
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